Occupational therapists' experiences in integrating a new intervention in collaboration with a researcher

Abstract

Objective: The aim of this study was to describe occupational therapists' expectations and experiences of integrating a new intervention programme within an RCT pilot study, in collaboration with a researcher. Methods: Six occupational therapists participated in a five-day training course (during a one-month period) including lectures, reading articles, and discussions. The data were collected through interviews and written reflections, analysed by a qualitative constant comparative approach. Results: The findings displayed a process of change, primarily in the participants' way of integrating research in their clinical practice. Three main categories were identified as: hope of taking part in a research project, confirmation of anchoring, and experience of scepticism. These categories constituted the core category “The occupational therapist's process of integrating research in a clinical context with the prerequisite being a dialogue and a sharing of responsibility and authority between researcher and occupational therapist”. A tentative model was formulated which described how the various categories were related to one another as well as how change occurred over time in the context in which the study was carried out. Conclusions: One conclusion is the importance of providing opportunities for creating dialogues among researcher and practitioners to narrowing the gap between research and “everyday practice of occupational therapy”.

Key words::

• occupational therapy
• process of change
• utilization research

Acknowledgements

The first author would like to thank the participants and researcher for so willingly sharing their experiences with her and the senior researcher for carrying out the group interview. She would also like to thank Ersta Hospital, Stockholm for financially supporting the research.

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.